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Farmers’ Perceptions and Experiences on Family Nutrition Fulfillment and Mental Health Management in Rural Indonesia Ryadi, Yusuf; Dewi, Mira; Hartini, Riati Sri; Ichsan, Burhannudin; Aryoseto, Lukman
Jurnal Medis Islam Internasional Vol 7 No 2 (2025): December
Publisher : UNUSA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/iimj.v7i2.7650

Abstract

Introduction: Farmers in rural Indonesia face challenges in maintaining nutritional adequacy and mental health due to economic instability, crop failure risks, and fluctuating commodity prices. Limited empirical evidence exists on how these factors intersect within farming communities. Objective: This study aims to explore farmers' perceptions and experiences regarding nutrition and mental health among farmer groups in three rural districts of Indonesia. Methods: A qualitative study was conducted with 36 farmers (aged 25–65 years; all  males) from Kulonprogo, Boyolali, and Bogor, selected purposively. Data were collected through focus group discussions and analyzed using inductive qualitative content analysis based on Graneheim and Lundman’s framework and processed with enVivo® software. Results: The main stressors identified were economic hardship, crop failure, debt and unstable commodity prices. Food decision-making was largely determined by wives, with children’s needs prioritized. While severe food insecurity was not reported, mild to moderate food insecurity characterized by limited dietary diversity was common. Coping strategies included additional income-generating activities, utilizing homegrown produce, and borrowing from relatives or neighbors. Conclusions: Findings indicate a strong interrelation between food insecurity and mental distress among farmers. Interventions that integrate nutrition improvement and mental health support alongside economic and agricultural policy reforms are essential to enhance farmers’ well-being.
Bullying among Students in Islamic Boarding Schools: Types, Risk Factors, and Prevention Strategies Riati Sri Hartini; Yunita Aryani; Desdiani Desdiani
Indonesian Journal of Global Health Research Vol. 8 No. 2 (2026): Indonesian Journal of Global Health Research
Publisher : GLOBAL HEALTH SCIENCE GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/ijghr.v8i2.1244

Abstract

Bullying does not only occur in public schools, but is also commonly found in Islamic boarding schools. Several studies indicate that 61–73% of students experience various forms of bullying, such as violence, extortion, intimidation, and theft. This study investigates the forms, risk factors, and prevention strategies of bullying in Islamic boarding schools (pesantren) in Depok, West Java, Indonesia. A descriptive cross-sectional design was applied involving 51 santri aged 8–15 years from elementary to high school levels, selected through purposive sampling. Data were collected using a 30-item questionnaire documenting bullying experiences, with validity established through theory-based content development and face validity, covering verbal, physical, and sexual bullying perpetrated by peers, teachers, and parents. Descriptive statistics, Chi-square, and Mann–Whitney U tests were employed for analysis. Verbal bullying emerged as the most prevalent form, followed by physical and sexual bullying. Peers were reported more frequently as perpetrators than teachers or parents. A significant association was found between gender and specific types of bullying (p < 0.05). Younger students were significantly more exposed to verbal bullying (p < 0.05). The majority of victims were in early to middle adolescence, a developmental stage marked by heightened susceptibility to peer influence. Bullying remains a critical issue in pesantren settings, involving various perpetrators. Effective prevention should address age and gender differences and the distinctive social context of boarding schools. Enhancing awareness, supervision, and institutional policies is crucial to ensure a safe and supportive learning environment.